PBL STEM AMC

AJK PELAKSANA PROJEK
PEMBUGARAN PBL STEM

PENASIHAT: PUAN LIEW SWEE FONG

PENGERUSI: PUAN RASILA BINTI YAS

PENYELARAS: PUAN KOMATHY A/P VEERASINGHAN

PEMANTAU: PUAN MAH SHEA ING

CIK CHEONG LAI FONG

AJK:

1. KP Fizik
2. KP Sains
3. KP Kimia
4. KP RBT
5. KP SRT
GURU-GURU PESERTA:

Tingkatan 1

Sains – Pn. Nik Rokismah Abd Samad
Matematik – Pn. Priya a/p Peranchis Josip
RBT – Pn. Masniza bt Yusoff
Tingkatan 2

1.Sains- Pn. Nor Anim bt Hawarizi
2.Matematik- Pn. Farah Noor Aina Salwa
3.RBT- Pn. Norasimah bt Mohd Isa
Tingkatan 3

1.Sains- Pn. Sobana
2.Matematik- Pn Nor Sabrina
3.RBT- Pn. Azilah bt Hussin
Tingkatan 4 Aliran Sains

1.Biologi- Pn. Leong Lok Ping
2.Kimia- Pn. Komathy
3.Fizik- En. Ng Weng Hoong
4.Add Mate- Cik Au Chooi Yee
5.Matematik- Cik Chin Peck Yei
Tingkatan 4 Aliran Sastera

1.Sains- Pn Koo Sok Fong
2.Matematik- Cik Thean Fui Kean
3.SRT- Cik Noorliana bt Ahmad

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

PROJECT BASED LEARNING (PBL)

1 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH, PERAK

MATHEMATICS FORM 1

TOPIC:DATA WILL TALK TO YOU, IF YOU’RE WILLING TO LISTEN

PRIYA PERANCHIS JOSIP S Students use mathematics concept of data representation and
GURU MATEMATIK science concept of air pollution to solve problem.

SUBJECT: T Students use ICT (Excel/Google Sheets) to prepare charts to
TARGET: represent data of air pollution that is collected
TITLE:
GuruCONTENT E Students design a model of a website comparing air pollution
STANDARD: of two countries

LEARNING M Students interpret and make conclusions by using the
STANDARD: appropriate data representation

Mathematics Science English
Form 1

12.0 Data Handling 7.0 Air 2.0 Speaking

12.1 7.3 2.1
Data collection, Air Pollution Communicate
organization and information, ideas,
representation process, opinions and feelings
and interpretation of data intelligibly on
representation familiar topics.

Mathematics: -

12.1.3 Construct data representation for ungrouped data and justify the

appropriateness of a data representation

12.1.5 Interpret various data representations including making inferences or

predictions.

12.1.6 Discuss the importance of representing data ethically in order to avoid

confusion.

Science:-

7.3.1 define air pollution and air pollutants.

7.3.2 communicate about air pollutants and the causes.

7.3.3 justify steps to prevent and control air pollution.

7.3.4 solve problems on the adverse effects of air pollution

English:-

2.1.3 Ask about and describe future plans or events

2.1.4 Explain and give reasons for simple advice

PROJECT BASED LEARNING (PBL)

1 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH, PERAK

SUCCESS CRITERIA: At the end of the project, students should be able to:
Mathematics: -

1. List down at least 5 statistical questions obtain necessary data. (TP1/2)
2. Classify data obtained into categorical and numerical data. (TP2)
3. Students should be able to obtain and represent data ethically. (TP3)
4. List down the 7 different types of data representation. (TP 4)
5. Choose the correct data representation after looking at the pros and cons of
each representation. (TP5/6)

Science: -
1. List down all the different types of air pollutant. (TP3)
2. List down the effects of air pollution on human health. (TP4)
3. Analyze and suggest appropriate measures to reduce air pollution in
Malaysia. (TP5/6)

English: -
1. Able to explain causes and consequences of actions, events, simple processes
2. Able to explain and justify their point of view clearly.

SYNOPSIS: After reading news the article released by WHO about the impact of air pollution,
students are required to compare data of air pollution of Malaysia with another
DURATION: country in Asia. The data collected will be represented using appropriate data
PRODUCT PBL: representation after considering the pros and cons of each representation. From the
data, students will create a site that will present the data and conclusions about air
pollution. Students will make suggestions to overcome air pollution in a duration of
5 years based on the data that they have collected.

2 weeks
1. Create a site

2. Data representation using Excel

3. Report using PPT/Slides/Document

4. Project Journal

PROJECT BASED LEARNING (PBL)

1 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH, PERAK

BASIC QUESTION: CURICULUM QUESTIONS
UNIT QUESTION:
CONTENT QUESTION: How can good data representation guide us in solving environmental
issues?
PROJECT IMPACT: Why is good and ethical data representation important?

1. List the statistical questions needed to get data for your report.
2. List out all the different types of air pollutants.
3. What are the effects of air pollution to human health?
4. Classify your data into categorical and numerical data with
justification.
5. How did you ensure that your data was obtained from relevant
sources?
6. List down all the different types of data representation that you have
learned.
7. Which data representations have you chosen (you can choose as
many representations that you want according to the types of data that
you have decided to use). Justify your choice.
8. What steps did you follow to ensure your data was represented
ethically?
9. Base on your data representation, suggest measures that can be
taken to reduce air pollution in Malaysia in line with WHO
recommendation. Taken to reduce air pollution in Malaysia in line
with WHO recommendation

1. Able to master the concept of building statistical questions to
acquire data.
2. Able to master the concept of choosing the correct data
representation after analyzing the pros and cons of each
representation.
3. Able to understand the need of ethical data collection.
4. Able to unleash their creativity to build a website that carries out
the message of pollution, its dangers and the need the pressing need to
address this problem to the community.

PROJECT BASED LEARNING (PBL)

1 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH, PERAK

TABLE OF PLANNING

PHASE ACTIVITY FORMATIF
EVALUATION (PBD)
PLANNING Through Telegram/Google Meet/Breakout Google Meet is scheduled in
(WEEK1) Rooms in Google Meet. according to their PDPR
timetable.
1. Discuss the basic questions and content
question using the news article from WHO to Teacher focus on guiding the
increase the interest and inquisitive nature of students towards the relevant
the students materials.

IMPLEMENTATIO 2. Discuss the content questions and guiding Teacher reminds students
N them using the inquiry method. about the importance of using
citations and copyright issues.
(WEEK 1&2) 3. Students are given time to look for
materials from their textbook, internet and Teacher prepares a rubric for
POL other sources. students’ self-evaluation.
(WEEK2) 1. Students decide on the country that they are Teacher gives feedback of
going to compare air pollution data with materials that is being
Malaysia. prepared by the students.
2. Students update their online journal
everyday to update the progress of their Teacher prepares a rubric for
project. POL.
3. Students learn how to produce data Teacher evaluates.
representation using Excel.
4. Students build their website as a group,
working together online using Google Site,
5. Students are guided by the rubric prepared
by teacher.
6. Students prepare their report for
presentation.
Students prepare to present their report and
website and propose a solution for air
pollution problem based on their data,

PROJECT BASED LEARNING (PBL)

1 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH, PERAK

EXAMPLES OF PBL PRODUCT

PBL JOURNAL PBL SITE

PBL REPORT

PROJECT BASED LEARNING (PBL)

1 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH, PERAK

STUDENTS’ PROJECT BASED LEARNING ASSIGNMENT

Air pollution is one of the biggest environmental threats to human health, alongside climate
change.
22 September 2021
News release

Copenhagen and Geneva

New WHO Global Air Quality Guidelines (AQGs) provide clear evidence of the damage air

pollution inflicts on human health, at even lower concentrations than previously understood.
The guidelines recommend new air quality levels to protect the health of populations, by

reducing levels of key air pollutants, some of which also contribute to climate change. Since
WHO’s last 2005 global update, there has been a marked increase of evidence that shows

how air pollution affects different aspects of health. For that reason, and after a systematic

review of the accumulated evidence, WHO has adjusted almost all the AQGs levels

downwards, warning that exceeding the new air quality guideline levels is associated with

significant risks to health. At the same time, however, adhering to them could save millions
of lives……

BASIC How can good data representation guide us in solving environmental issues?
QUESTION:

UNIT QUESTION: Why is good and ethical data representation important?

CONTENT 1. List the statistical questions needed to get data for your report.
QUESTION: 2. List out all the different types of air pollutants.
3. What are the effects of air pollution to human health?
4. Classify your data into categorical and numerical data with justification.
5. How did you ensure that your data was obtained from relevant sources?
6. List down all the different types of data representation that you have learned.
7. Which data representations have you chosen (you can choose as many
representations that you want according to the types of data that you have
decided to use). Justify your choice.
8. What steps did you follow to ensure your data was represented ethically?
9. Base on your data representation, suggest measures that can be taken to reduce
air pollution in Malaysia in line with WHO recommendation. Taken to reduce air
pollution in Malaysia in line with WHO recommendation.

PROJECT BASED LEARNING (PBL)

2 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

SCIENCE FORM ONE

NIK ROKISMAH BINTI Project -Based Learning Planning (on line)
ABDUL SAMAD
S based on the student’s observations arose a curiosity of
reproduction in plants

T students try to get information by surfing the Internet

E students conduct their investigations of planting plants using
materials that are readily available from home

M Students makes pattern, explore shapes to present their ideas.

SUBJECT: Science English
TARGET: Form 1 2.0 speaking skills
TITLE: 4.
REPRODUCTIO
CONTENT N
STANDARD:
4.1 Sexual and 2.1 communicate information, ideas,
LEARNING asexual opinions and feelings intelligibly
STANDARD: reproduction on familiar topics.

2.3 use appropriate communication
strategies.
4.1.1 compare and contrast sexual and asexual
reproduction in animals and plants.

4.1.2 reason the importance of reproduction.

SUCCESS Students are able to:
CRITERIA:
SCIENCE
PL2- Understand reproduction and able to explain their
understanding.
PL4- Analyse knowledge of reproduction in context of
problem solving about events or natural phenomena.

PROJECT BASED LEARNING (PBL)

2 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

PL5- Evaluate knowledge of reproduction in the context of
problem solving and decision making to carry out a task
PL6-Design a presentation using folio ; with
creative and innovative use of science knowledge and skills
of reproduction; in the context of problem solving and
decision making; with regards to the social values/ economy
/ culture of the community.

ENGLISH
a) Able to explain and justify the point of view clearly

SYNOPSIS: SYNOPSIS

This project aims to give students a better understanding of
plant reproduction vegetatively. Students can better
understand because they need to select suitable plants that
can reproduce through vegetative parts of the plants such as
stems, leaves, roots, and bulbs. This project can encourage
students to find more information about vegetative
reproduction by searching the internet or other sources.
Students also need to take photos of their plants to see their
growth and as evidence of their assignments. Then they have
to make a report in folio form.

DURATION: 3 weeks

PRODUCT PBL:
Students need to produce the following project:

a)Writing report (folio)

PROJECT BASED LEARNING (PBL)

2 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

CURICULUM QUESTIONS

BASIC QUESTION: Why reproduction is important?

UNIT QUESTION: How can you explain the differences between sexual reproduction and asexual reproduction?

CONTENT QUESTION:

1. What is vegetative propagation?
2. What are the types of vegetative propagation?
3. How does reproduction take place in Bryophyllum?
4. Why is vegetative propagation practiced for growing

some types of plants?
5. Is vegetative propagation good or bad?
6. Describe the advantages and disadvantages of vegetative

reproduction

PROJECT IMPACT: 1. Can improve student’ mastery of the concept of asexual reproduction
2. Be able to relate the concept of vegetative reproduction in real life
3. Students get new experiences because they are directly involved in the production of
4. Students can learn various ICT skills while implementing their projects such as intern

development multimedia (Power Point)

PROJECT BASED LEARNING (PBL)

2 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

TABLE OF PLANNING

PHASE ACTIVITY FORMATIF
EVALUATION
PLANNING via whatsapp and googlemeet;
( WEEK1) -brainstorming on basic (PBD)
Teachers will arrange
scheduled meetings via
whatsapp to discuss
with students.

questions and unit questions. Meeting focus:
-Discuss content questions so • Information gathered

that students think about the from student research
topic • Provide feedback to

-Students are given time to ensure students obtain

search for information from relevant information.

reading materials or the

internet

IMPLEMENTATION

(WEEK 1&2) -students plan and decide on -Teachers provide

the type of vegetatively rubrics for students to

propagated plant to be planted evaluate their work and

to make a presentation in the make improvements.

form of a folio -Teachers provide

- students also get parental feedback on products

support to implement the uploaded by students.

PROJECT BASED LEARNING (PBL)

2 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

planting process.
- based on the findings
obtained they wrote a report

POL -Students record a recording
(WEEK2) of their presentation and then
pass it on to the teacher for
evaluation -Teacher provides
rubric for POL
-Teacher assesses.

STUDENTS’ PROJECT BASED LEARNING EXAMPLE

PROJECT BASED LEARNING (PBL)

2 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

STUDENTS’ PROJECT BASED LEARNING ASSIGNMENT

Many plants are able to propagate themselves using asexual reproduction.
This method does not require the investment required to produce a flower, attract
pollinators or find a means of seed dispersal. Asexual reproduction produces
plants that are genetically identical to the parent plant because no mixing of male
and female gametes takes place. Traditionally ,these plants survive well under
stable environment conditions when compared with plants produced from
sexual reproduction because they carry genes identical to those their parents.
As a student you are required to plant plants that reproduce through vegetative.
Student need to record the development/growth of plant each week by taking
photos as evidence. Then students need to write a report in the form of folio.
Student also need to present their findings for evaluation.
-------------------------------------------------------------------------------------------

Basic Question : Why reproduction is important?
Unit Question : How can you explain the differences between sexual

reproduction and asexual reproduction?

Content Question: 1. What is vegetative propagation?

2 .What are the types of vegetative propagation?

3. How does reproduction take place in Bryophyllum?

4. Why is vegetative propagation practiced for growing some
types of plants?

5. Is vegetative propagation good or bad?

6 Describe the advantages and disadvantages of vegetative
reproduction

3 PROJECT BASED LEARNING (PBL)
BIDANG REKA BENTUK DAN TEKNOLOGI
SMJK AVE MARIA CONVENT IPOH, PERAK

REKA BENTUK DAN TEKNOLOGI TINGKATAN 1

TOPIK: REKA BENTUK FESYEN

MASNIZA BINTI MOHD S Murid mengaplikasikan kemahiran proses sains yang menggalakkan
YUSOFF T pemikiran secara kreatif, analitis dan sistematik dalam penghasilan
E projek reka bentuk fesyen.
M Murid menggunakan ICT untuk mendapatkan maklumat yang diperlukan
untuk menyiapkan kerja projek dan menghasilkan bahan pembentangan
dalam bentuk video dan Powerpoint.
Murid menghasilkan produk reka bentuk fesyen yang kreatif
menggunakan pelbagai bahan dan alatan yang sesuai.

Murid membuat analisis elemen reka bentuk dalam penghasilan produk
reka bentuk fesyen dengan menggunakan borang soal selidik.

SUBJEK: Reka Bentuk dan Bahasa Melayu
Teknologi Tingkatan 1
KUMPULAN
SASARAN: 5.0 Aplikasi 1.0 Kemahiran Mendengar dan
TAJUK:
Teknologi Bertutur
STANDARD
KANDUNGAN: 5.2 Reka Bentuk 1.6 Menyampaikan maklumat tentang
STANDARD
PEMBELAJARAN Fesyen sesuatu perkara dalam pelbagai situasi
:
REKA BENTUK DAN TEKNOLOGI:

5.2.4 Menghasilkan dua lakaran reka bentuk fesyen.

5.2.5 Menganalisis elemen dalam reka bentuk fesyen.

5.2.6 Membincangkan jenis bahan dalam reka bentuk fesyen

berdasarkan lakaran.

5.2.7 Menghasilkan reka bentuk fesyen berdasarkan lakaran

yang dipilih.

BAHASA MELAYU:
1.6.1 Menyampaikan isi dan fakta tentang sesuatu perkara
dengan betul dan jelas menggunakan ayat yang gramatis.

3 PROJECT BASED LEARNING (PBL)
BIDANG REKA BENTUK DAN TEKNOLOGI
SMJK AVE MARIA CONVENT IPOH, PERAK

OBJEKTIF Pada akhir penghasilan projek, murid akan dapat:
PEMBELAJARAN a) Menyatakan jenis reka bentuk fesyen dan
:
mengenalpasti 1 teknik cantuman yang digunakan.
SINOPSIS: (TP1)
b) Menerangkan 3 jenis alatan dan pengunaannya dalam
proses penyediaan reka bentuk fesyen. (TP2)
c) Menghasilkan 3 lakaran reka bentuk fesyen dengan
mengaplikasikan teknik lakaran piktorial dengan
lakaran bermaklumat yang lengkap. (TP3)
d) Menganalisis 3 elemen dalam reka bentuk fesyen.
(TP4)
e) Membincangkan jenis bahan yang digunakan untuk
menghasilkan reka bentuk fesyen dan membuat
rumusan secara menyeluruh dari segi lakaran, elemen,
bahan dan teknik cantuman. (TP5)
f) Menghasilkan reka bentuk fesyen dengan
mengaplikasikan pengetahuan dan kemahiran sedia
ada. (TP6)
Projek ini adalah untuk menghasilkan satu mock-up/produk
reka bentuk fesyen aksesori dengan menggunakan alatan dan
bahan yang sesuai dan mudah didapati. Kemudian ujian
cantuman akan dilakukan terhadap mock-up/produk yang
dihasilkan untuk melihat kesesuaian kaedah cantuman yang
digunakan.

TEMPOH MASA: 2 minggu
PRODUK PBL:
Murid perlu menghasilkan mock-up/produk reka bentuk
fesyen aksesori dengan menggunakan kaedah
pembentangan yang sesuai. Contohnya: Video dan
Powerpoint.

3 PROJECT BASED LEARNING (PBL)
BIDANG REKA BENTUK DAN TEKNOLOGI
SMJK AVE MARIA CONVENT IPOH, PERAK

SOALAN KURIKULUM

SOALAN ASAS: Bagaimanakah fesyen aksesori berbeza dengan fesyen pakaian?

SOALAN UNIT: Mengapakah teknik cantuman dan penggunaan alatan yang sesuai penting
dalam proses penyediaan reka bentuk fesyen?
SOALAN
KANDUNGAN: 1. Bagaimana anda membezakan reka bentuk fesyen aksesori dan
pakaian? Terangkan.

2. Apakah 2 contoh produk fesyen pakaian dan aksesori?

3. Apakah teknik yang boleh digunakan untuk membuat cantuman
reka bentuk fesyen? Terangkan.

4. Apakah bahan yang boleh digunakan untuk menghasilkan reka
bentuk fesyen?

5. Terangkan penggunaan alatan dalam penghasilan reka bentuk
fesyen dan fungsinya.

6. Apakah produk reka bentuk fesyen aksesori yang sesuai
digunakan untuk keluar bersiar-siar? Lakarkan 3 lakaran reka
bentuk fesyen aksesori yang sesuai dan warnakan dengan
menggunakan kaedah rendering.

7. Apakah elemen dan prinsip reka bentuk yang digunakan dalam
penghasilan lakaran reka bentuk fesyen? Buat analisis elemen
dan prinsip lakaran reka bentuk fesyen yang dihasilkan.

8. Apakah produk reka bentuk fesyen aksesori yang dibina daripada
3 lakaran aksesori yang dihasilkan? Terangkan langkah
pembinaan mock-up/produk tersebut.

9. Bagaimanakah penilaian dilakukan terhadap mock-up/produk
reka bentuk fesyen? Terangkan ujian dan parameter yang
digunakan dan dapatan dari ujian tersebut.

IMPAK 1. Dapat meningkatkan penguasaaan konsep murid terhadap reka
PROJEK: bentuk fesyen aksesori dan reka bentuk fesyen pakaian.

2. Dapat mengenal pasti penggunaan bahan dan alatan yang sesuai
dalam penghasilan mock-up/produk reka bentuk fesyen.

3. Dapat memperkembangkan idea murid dalam menghasilkan reka
bentuk lakaran dan mock-up/produk reka bentuk fesyen yang
kreatif.

4. Dapat meningkatkan daya kreativiti dan mencungkil bakat murid
dalam menghasilkan bahan pembentangan yang kreatif dan
menarik.

3 PROJECT BASED LEARNING (PBL)
BIDANG REKA BENTUK DAN TEKNOLOGI
SMJK AVE MARIA CONVENT IPOH, PERAK

JADUAL PELAKSANAAN

FASA AKTIVITI PENTAKSIRAN
FORMATIF (PBD)
PERANCANGAN  Melalui Google Meet/Whatsapp: Guru akan mengatur
( MINGGU 1) perjumpaan yang
- Sumbangsaran dengan murid dijadualkan melalui
IMPLEMENTASI mengenai soalan asas dan soalan Whatsapp untuk
(MINGGU 1&2) unit. berbincang dengan murid.
Fokus mesyuarat:
POL - Berbincang soalan kandungan  Maklumat yang
(MINGGU 2) yang berkaitan untuk membuat dikumpulkan dari
murid berfikir secara mendalam penyelidikan murid
mengenai topik tersebut.
 Memberi maklum balas
- Murid diberi masa untuk mencari untuk memastikan
maklumat dari buku, Internet dan murid memperoleh
sumber lain. maklumat yang relevan.

 Murid merancang dan memutuskan Guru menyediakan rubrik
kaedah yang akan digunakan untuk untuk murid menilai hasil
membuat pembentangan sama ada kerja mereka dan
menggunakan Powerpoint atau membuat
persembahan video yang kreatif dan penambahbaikan.
menarik.
Guru memberikan
 Murid menghasilkan mock-up/produk maklumbalas mengenai
reka bentuk fesyen aksesori dengan mock-up/produk yang
bantuan ibubapa atau adik beradik ditunjukkan dan dimuat
mereka. naik oleh murid.

 Murid juga merujuk kepada rubrik Guru menyediakan rubrik
yang diberikan oleh guru untuk untuk POL.
menilai mock-up/produk mereka Guru menilai.
sendiri dan membuat
penambahbaikan.

Murid bersiap sedia untuk POL melalui
Google Meet dengan merujuk rubrik
yang diberi.

3 PROJECT BASED LEARNING (PBL)
BIDANG REKA BENTUK DAN TEKNOLOGI
SMJK AVE MARIA CONVENT IPOH, PERAK

CONTOH HASIL PRODUK PBL

KOMPILASI PEMBENTANGAN KOMPILASI PEMBENTANGAN
POWERPOINT VIDEO

KOMPILASI PENGHASILAN KOMPILASI MOCK-UP/PRODUK
AKSESORI AKSESORI

3 PROJECT BASED LEARNING (PBL)
BIDANG REKA BENTUK DAN TEKNOLOGI
SMJK AVE MARIA CONVENT IPOH, PERAK

TUGASAN PBL PELAJAR

Alice merupakan seorang gadis berusia 13 tahun. Dia ingin memilih fesyen aksesori yang
sesuai dengan fesyen pakaian yang dipakai untuk keluar bersiar-siar dengan keluarganya.

Berdasarkan situasi di atas, anda dikehendaki:
1. Melakarkan 3 jenis aksesori dan memilih warna aksesori yang sesuai untuk Alice.
2. Mewarnakan lakaran dengan menggunakan kaedah rendering dan melabel lakaran
dengan elemen dan prinsip reka bentuk yang digunakan.
3. Menyenaraikan bahan dan menerangkan fungsi alatan yang digunakan dalam
penghasilan aksesori.
4. Menerangkan teknik cantuman yang digunakan untuk menghasilkan aksesori.
5. Membuat analisis elemen dan prinsip reka bentuk fesyen yang digunakan untuk
membuat aksesori.
6. Membuat penilaian terhadap aksesori yang dihasilkan dengan menggunakan
ujian yang sesuai.

Soalan asas: Bagaimanakah fesyen aksesori berbeza dengan fesyen pakaian?
Soalan unit: Mengapakah teknik cantuman dan penggunaan alatan yang sesuai penting dalam

proses penyediaan reka bentuk fesyen?
Soalan kandungan:
1. Bagaimana anda membezakan reka bentuk fesyen aksesori dan pakaian? Terangkan.
2. Apakah 2 contoh reka bentuk pakaian dan aksesori?
3. Apakah teknik yang boleh digunakan untuk membuat cantuman reka bentuk fesyen? Terangkan.
4. Apakah bahan yang digunakan untuk menghasilkan reka bentuk fesyen?
5. Terangkan penggunaan alatan dalam penghasilan reka bentuk fesyen dan fungsinya.
6. Apakah produk reka bentuk fesyen aksesori yang sesuai digunakan untuk keluar bersiar-siar?

Lakarkan 3 lakaran reka bentuk fesyen aksesori yang sesuai dan warnakan dengan menggunakan
kaedah rendering.
7. Apakah elemen dan prinsip reka bentuk yang digunakan dalam penghasilan lakaran reka bentuk
fesyen? Buat analisis elemen dan prinsip lakaran reka bentuk fesyen yang dihasilkan.
8. Apakah produk reka bentuk fesyen aksesori yang dibina daripada 3 lakaran aksesori yang
dihasilkan? Terangkan langkah pembinaan mock-up/produk tersebut.
9. Bagaimanakah penilaian dilakukan terhadap mock-up/produk reka bentuk fesyen? Terangkan
ujian dan parameter yang digunakan dan dapatan dari ujian tersebut.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

MATHEMATICS FORM 2

TOPIC: PROJECT BASED LEARNING IN FORM 2 MATHEMATICS

S Pupils used Mathematics concepts of Measure of central tendencies
T to identify mean, mode and median.
E
Pupils used ICT to find ideas for their designs and present their
M projects.

Pupils prepared their videos and find information and write
reports on students height and weight from three different form 2
classes
Pupils organize the data to identify mean, mode and median and
determine the suitable measure of central tendencies.

PN FARAH NOOR SUBJECT: MATHEMATICS MATHEMATICS MATHEMATICS
AINA SALWA FORM 2 FORM 2 FORM 2
TAJUDDIN TARGET: FORM 2
TITLE:
SMK AVE MARIA MEASURE OF GRADIENT OF A ALGEBRAIC
CONVENT IPOH CENTRAL STRAIGHT LINE FORMULAE

TENDENCIES

CONTENT Understand the Understand the Understand the
STANDARD: concept of measure concept of gradient concept of
of central of a straight line. Algebraic
tendencies. Formulae. .

LEARNING Mathematics Form 2 ( Measure of central tendencies)
STANDARD:
1.Explain the understanding of measures of central tendencies to

make predictions, form convincing arguments and make

conclusions

2. Collect data, construct and interpret the frequency table for

grouped data.

Mathematics Form 2(Algebraic Formulae)
1. Write the formula based on situation
2. Explain the problem solving questions involving formulae.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

SUCCESS Mathematics Form 2 ( Gradient of a straight line)
CRITERIA: 1. Describe the gradient and direction of inclination based on
real life situations.
SYNOPSIS: 2.Explain the problem solving questions involving the gradient
of a straight line
DURATION: 3. Make generalization for the gradient of a straight line.

At the end of this lesson, students are able to:

Mathematics Form 2(Algebraic Formulae)
1. Write a formula based on a situation.
2. Solve problems involving formulae.

Mathematics Form 2 ( Gradient of a straight line)
1. Make generalization for the gradient of a straight line
2. Solve problems involving the gradient of a straight line

Mathematics Form 2 ( Measure of central tendencies)
1. Choose and justify the appropriate measures of central
tendencies to describe the distribution of a set of data.
2. Determine mode, mean and median from data representations.

1. Refer to the Measure of central tendencies Chapter 12 in form
2 syllabus, this project required students to find information and
write reports on students height and weight from three different
form 2 classes. Then they need to organize the data using a
suitable frequency table and state the measure of central
tendencies that need to choose to represent the data.
2. Refer to the Algebraic Formulae, Chapter 3 in form 2
syllabus, students’ needs to create counting board using their
creativity. The counting board should have the example of
things and the price that they need to determine according to the
current price.
3. Refer to the Gradient of a straight line, Chapter 10 in form 2
syllabus, this project required the students to search for
information on mountain in Malaysia. They need to calculate the
gradient of each, mountain and arrange the value of gradients
from the highest to the lowest
2 weeks

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

PRODUCT PBL: Students need to create:

1. Video: Explain the calculation and the solution.

2. Write a report for example shows how they represent the
data.

CURICULUM QUESTIONS

BASIC 1. Why you need to study the measure of central tendencies?
QUESTION: 2. How to determine the gradient of straight line?

3. How to solve problems involving formulae?

UNIT 1. How to determine the mode, mean and median of a set of
QUESTION: grouped data.
2. How to change the subject of formula of an algebraic equation.
3. How to make generalization for the gradient of a straight line

CONTENT 1.How to collect data, construct and interpret the frequency
QUESTION: table for grouped data
2. How to determine the modal class and mean of a set of

grouped data
3. How to justify the appropriate measures of central

tendencies
4. How to determine the gradient of straight line
5. How to make generalization for the gradient of a straight
line

PROJECT 1. Students are able to apply the understanding of the measures of
IMPACT: central tendencies to make prediction, forming convincing
arguments and make conclusions.

2. Students are able to apply appropriate knowledge and skills of
the gradient of a straight line in the context of simple routine
problem solving.

3. Students are able to demonstrate the understanding of
formulae.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

TABLE OF PLANNING

PHASE ACTIVITY FORMATIF
EVALUATION (PBD)
PLANNING 1. Thru Telegram and Google Meet.
( WEEK 1) 1. Teacher will guide
2. Teacher ask students to form 9 and explain if they not
groups, each group involve 4 members. understand.
Each group need to choose the project 2. Teacher arranges for
from Form 2 textbook to apply the
concept that they have learn. Meet session to discuss
about this project.
3. Students need 1 week to prepare their 3. Students need to give
report and video. feedback about their
data collection.

IMPLEMENTATION 1. Students discuss among their group 1. Students will respond
(WEEK 1&2) member and start to prepare their video. to the teacher question,
and they must give the
POL 2. They also refer to the rubric that relevant answer.
(WEEK2) teacher show so that they can evaluate
their product. 2. Teacher prepares the
rubric for students to
Students are ready to present their evaluate their product..
video in Google meet. Teacher gives feedback
on the presentation after
finish all the presentation

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

EXAMPLES OF PRODUCT PBL

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

STUDENTS’ PROJECT BASED LEARNING ASSIGNMENT

PROJECT 1

Basic question: How to calculate the gradient of a straight line?
Unit question: How to arrange the gradient from highest to the lowest value?
Content question:
1. Explain how to find the value of gradient of a straight line?
2. How to arrange the gradient from the highest to the lowest value?

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

STUDENTS’ PROJECT BASED LEARNING ASSIGNMENT

PROJECT 2

Basic question: How to calculate the value of mean, mode and median?
Unit question: How to construct frequency table?
Content question:
1. Explain how collect data and construct frequency table to interpret the data?
2. Explain how to find the value of mean?
3. Explain how to find the value of mode?
4. Explain how to find the value of median?

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

STUDENTS’ PROJECT BASED LEARNING ASSIGNMENT

PROJECT 3

Basic question: How to form Algebraic Formula based on situation given?
Unit question: How to find the total price from the formulae?
Content question:
1. Explain how write the formulae for each item?
2. Explain the example how to calculate the price for each item and then how find the
total price.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

RUBRIC FOR PBL FORM 2 MATHEMATICS

Teacher Name: FARAH NOOR AINA

Student Name: ________________________________________

CATEGORY 4 3 2 1
Presentation Well-rehearsed Rehearsed with Delivery not Delivery not
Oral Presentation fairly smooth smooth, but able smooth and
with smooth to maintain
Content delivery that delivery that interest of the audience
holds audience holds audience audience most of attention often
Organization attention most of
attention. the time. lost.
the time. Delivery not
Interesting, well- Relatively smooth, but able Delivery not
rehearsed with interesting, to hold audience smooth and
smooth delivery rehearsed with a attention most of
fairly smooth audience
that holds delivery that the time. attention lost.
audience usually holds
attention. audience Includes essential Content is
attention. information minimal OR there
Covers topic in- Includes essential
depth with knowledge about about the topic are several
details and the topic. Subject but there are 1-2 factual errors.
examples. knowledge
Subject appears to be factual errors. There was no
knowledge is clear or logical
excellent. good. organizational
structure, just
Content is well Uses headings or Content is lots of facts.
organized using bulleted lists to logically
organize, but the organized for the
headings or most part.
bulleted lists to overall
group related organization of
topics appears
material.
flawed.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

Sources Source Source Source Very little or no
Originality information information information source
Attractiveness collected for all collected for all collected for
Workload graphics, facts graphics, facts graphics, facts information was
and quotes. All and quotes. Most and quotes, but collected.
documented in documented in not documented
desired format. desired format. in desired Uses other
people\'s ideas,
Product shows a Product shows format. but does not give
large amount of some original Uses other
original thought. thought. Work people\'s ideas them credit.
Ideas are creative shows new ideas (giving them
and inventive. and insights. credit), but there Use of font,
is little evidence color, graphics,
Makes excellent Makes good use of original effects etc. but
use of font, color, of font, color, thinking.
graphics, effects, Makes use of these often
etc. to enhance graphics, effects, font, color, distract from the
the presentation. etc. to enhance graphics, effects,
to presentation. presentaion
The workload is etc. but content.
divided and The workload is occasionally
divided and these detract The workload
shared equally by was not divided
all team shared fairly by from the
members. all team presentation OR several
people in the
members, though content. group are viewed
workloads may The workload as not doing their
vary from person was divided, but fair share of the
to person. one person in the
group is viewed work.
as not doing
his/her fair share
of the work.

PROJECT BASED LEARNING (PBL)

5 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

SCIENCE FORM 2

TOPIC: The problem of obesity amongst students

S Students use the concept of calculation of calorific value in
food to carry out the study on obesity problem among school
children.

T Students use ICT to find ideas for their research .

NOR ANIM BT HAWARIZI E Student conduct a study on the obesity problem among students
in school and relate to eating processed food as well as junk
food

M Students record their finding in the form of folio and power
point slide.

SUBJECT: Science PJPK ENGLISH
TARGET: Form 2
TITLE:
CONTENT 3.Nutrition 6. Penyakit 2.0 Speaking
STANDARD: Skills

LEARNING 2.1 Communicate
STANDARD:
3.2 Importance of 6.1 penyakit dan information, ideas,
a balance diet cara mencegah
serta opinions and
mengurangkan
faktor risiko feelings
penyakit dalam
kehidupan harian intelligibly on

familiar topics

SCIENCE:

3.2.3 Conduct a research and justify the importance of a

balanced diet, exercise and a healthy lifestyle in order to

maintain a healthy body

PJPK:
6.1.3 menilai akibat jika tidak mengamalkan gaya hidup sihat.

ENGLISH:
2.1.1 Express opinions about simple spoken or written advice
given to

themselves or others.

PROJECT BASED LEARNING (PBL)

5 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

SUCCESS At the end of the research a student is able to:
CRITERIA: SIENCE:

SYNOPSIS: 1. Understanding and explain about obesity (TP2)

2. Apply knowledge on nutrition and able to calculate
calorific value of food (TP3)

3. Analyse and evaluate the importance of maintaining
health in preventing obesity (TP4 & TP5)

4. Conduct research on obesity among students in school.
(TP6)

PJPK:
1. Membuat kesimpulan tentang akibat jika tidak
mengamalkan gaya hidup sihat kepada diri sendiri dan
keluarga (TP5)
2. Merancang dan menghasilkan pelan amalan gaya
hidup sihat untuk mencegah penyakit tidak berjangkit
secara kritis dan kreatif (TP6)

ENGLISH:
a) Able to explain causes and consequences of action,
events and simple processes.

This project is to carry out a study on obesity problem among
students in school related to improper diet and lifestyle.
Students need to find and discuss an information about
obesity.
Students learned how to calculate the calorific value of food
consumed by the students in a day and calculate the body mass
index(BMI) of the students. Students prepare a survey form to
get the information. Students discuss the relationship between
eating processed food and junk food with the status of their
BMI. Students also find the ways to solve problem of obesity.
Students compiled the information in the form of folio and
power point slide to present their finding.

DURATION: 2 Weeks
PRODUCT PBL:  Folio – research information

 Infographic poster

 Multimedia presentation

PROJECT BASED LEARNING (PBL)

5 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

CURICULUM QUESTIONS

BASIC Why unhealthy eating habits and lifestyle are the main cause of
QUESTION: obesity?

UNIT How does a balanced diet and healthy lifestyle prevent obesity?
QUESTION:

CONTENT 1, What is meant by a balanced diet?
QUESTION: 2.Why is planning a balanced diet important?
3. How does the knowledge of calorific value of food help you

to choose food?
4. Explain the importance of a balance diet, exercise and

healthy lifestyle in order to maintain a healthy body.
5. Explain about obesity and the main causes of obesity among

school children.
6. State the effects of obesity on health
7.Suggest ways to solve obesity problem among students in

school level.

PROJECT  Can relate the obesity problem with improper eating habits
IMPACT: and lifestyle

 Can increase student’s creativity in creating a video, power
point slide and infographic poster.

 Can improve students communication skills in
presentation.

PROJECT BASED LEARNING (PBL)

5 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

TABLE OF PLANNING

PHASE ACTIVITY FORMATIF
EVALUATION (PBD)
PLANNING Through WhatsApp/google meet Teacher discuss with
( WEEK1)  Teacher explain to students students through google
the basic questions and unit meet to get their
questions to make them have feedback about the
a better understanding about research.
the topic given.
Students explain their
 Students gather information finding from the
from magazine, newspaper, research.
internet and other sources of
information

 Students prepare a survey
form
to collect data.

IMPLEMENTA Students compile all the information Teacher provided a
TION in a form of folio and power point rubric for students to
(WEEK 1&2) slide. Student refer to the rubric assess their work and
provided by the teacher. make improvement.
Students do a video presentation to
explain about their project.

POL Students prepare for POL through Teacher prepared the
(WEEK2) google meet by referring to the rubric rubric for POL
Teacher make an
evaluation.

PROJECT BASED LEARNING (PBL)

5 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

EXAMPLES OF PRODUCT PBL

PROJECT BASED LEARNING (PBL)

5 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

STUDENTS’ PROJECT BASED LEARNING ASSIGNMENT

Obesity among school children is increasing seriously and if the trend continues,
half of the country’s population will be threatened with obesity in the next 20 years.
Unhealthy eating habits and lifestyles are the main cause of obesity.

In the group (7 group), conduct a study on the obesity problem among student in
school. Your study should include the following items:

a) Relate obesity with consumption of processed and junk food.
b) Suggest ways to solve the obesity problems at the school level.
Identify the facts of obesity. Discuss and search information from magazines, books
newspaper, the internet and other sources of information. Prepare a survey form and
include the information such as gender, age, weight, height and frequency of eating
junk food and processed food in a week. Calculate BMI using formula and classify
the status of BMI according to the table of Body Mass Index. Identify students who are
obese. Record their menu for a day (breakfast, lunch, dinner) and their lifestyle.
Design an infographic poster to create awareness of obesity among the students.
Write the results of your study in the form of a folio. Present the finding using power
point presentation.
___________________________________________________________________
Basic Question: Why unhealthy eating habits and lifestyle are the main cause of obesity?
Unit Question: How does a balanced diet and healthy lifestyle prevent obesity?
Content Question:
1. What is meant by a balanced diet?
2.Why is planning a balanced diet important?
3. How does the knowledge of calorific value of food help you to choose food?
4.Explain the importance of a balance diet, exercise and healthy lifestyle in order to

maintain a healthy body.
5. Explain about obesity and the main causes of obesity among school children.
6. State the effects of obesity on health.
7.Suggest ways to solve obesity problem among students in school level.

PROJECT BASED LEARNING (PBL)

6 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

RBT (TINGKATAN 2)

NORASIMAH BT S Murid mengaplikasikan konsep sains iaitu (ekosisten kehidupan
MOHD ISA )dalam projek akuaponik

T Murid menggunakan teknologi ICT dalam mencari maklumat serta
membina laporan lengkap bagi tujuan pembentangan secara dalam
talian

E Murid membina dan mereka sistem pengairan projek akuaponik.

M Murid membuat pengiraan kos bagi penghasilan sesebuah model
akuaponik yang direka dengan menggunakan konsep “SMART”

SUBJEK: RBT SAINS BAHASA
TINGKATAN 2 MELAYU
KUMPULAN
SASARAN: 2.0 Aplikasi Teknologi 2.0 Ekosistem TEMA:
TAJUK: Pelestarian
2.5 Reka Bentuk 2.2 Kitar Nutrien Alam
STANDARD 1.4 berbicara
KANDUNGA Akuaponik dalam Ekosistem tentang sesuatu
N: perkara dalam
pelbagai situasi
STANDARD formal dan
PEMBELAJA tidak formal
RAN:
REKA BENTUK & TEKNOLOGI

2.5.4
Melakar reka bentuk baharu sistem akuaponik bermaklumat.

2.5.6
Membina model reka bentuk baharu sistem akuaponik.

2.5.8
Mencadangkan penambahbaikan reka bentuk sistem akuaponik
yang lebih efisien.

SAINS
2.2.1 Menghurai dan berkomunikasi mengenai peranan benda

PROJECT BASED LEARNING (PBL)

6 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

hidup dalam kitar oksigen dan kitar karbon dalam ekosistem.
2.2.2 Mewajarkan peranan organisma dalam kitar air suatu
ekosistem.

OBJEKTIF BAHASA MELAYU
PEMBELAJA 1.4.2 Berbicara untuk memulakan dan mengakhiri perbualan ,
RAN bertanya khabar serta menyatakan terima kasih dan penghargaan
secara bertatasusila
Di akhir pembelajaran murid dapat:
1. Murid dapat membuat analisis reka bentuk model baharu
sistem akuaponik .
2. Murid dapat memberikan justifikasi model reka bentuk baharu
sistem akuaponik berdasarkan elemen dan prinsip reka bentuk.
3. Murid dapat membina model reka bentuk baharu sistem
akuaponik.

KRITERIA REKA BENTUK DAN TEKNOLOGI
KEJAYAAN:
Di akhir pembelajaran murid dapat:

1. Menganalisis model reka bentuk baharu sistem akuaponik
selepas pengujian dibuat. TP4

2. Memberi justifikasi model reka bentuk baharu sistem
akuaponik berdasarkan elemen dan prinsip reka bentuk. TP5

3. Membina model reka bentuk baharu sistem akuaponik. TP6

SINOPSIS: Projek ini adalah untuk membina reka bentuk sistem akuaponik
yang menggabungkan konsep ekosistem dan kitaran kehidupan
TEMPOH yang saling mempunyai hubungan simbiosis antara organisma,
MASA: ikan dan tumbuhan. Dapatan daraipada projek ini, murid dapat
PRODUK mengaplikasikan elemen dan prinsip reka bentuk dalam lakaran
PBL: yang menterjemahkan idea penghasilan reka bentuk baharu
sistem akuaponik agar menjadi sebuah produk yang mempunyai
nilai inovasi, dan mempunyai nilai komersial.

2 minggu

1. Pembinaan model reka bentuk baharu sistem akuaponik.

2. Penulisan laporan reka bentuk sistem akuaponik.

3. Pembentangan laporan .

PROJECT BASED LEARNING (PBL)

6 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

SOALAN KURIKULUM
SOALAN ASAS: 1. Apakah yang anda faham tentang ekosistem dalam kehidupan?

SOALAN UNIT: 2. Apakah unsur utama dalam sistem akuaponik?

SOALAN 1. Apakah tujuan akuaponik?
KANDUNGAN: 2. Bagaimanakah hubungan simbiosis berlaku dalam sistem

IMPAK akuaponik?.
PROJEK: 3. Nyatakan peranan bakteria dalam sistem akuaponik.
4. Terangkan kelebihan sistem akuaponik secara kitaran.
5. Senaraikan media tanaman yang boleh digunakan dalam sistem

Ebb and Flow.
6. Nyatakan kelebihan sistem NFT berbanding sistem Raft.
7. Jelaskan perbezaan antara model separa berfungsi dengan model

berfungsi penuh.
8. Apakah kelebihan sistem akuaponik berbanding dengan sistem

pertanian tradisional?
9. Pada pendapat anda bagaimanakan sistem akuaponik dapat

memelihara kelestarian alam?

1. Dapat meningkatkan kefahaman murid tentang kepentingan
konsep ekosistem.

2. Murid mengetahui tentang kepentingan hubungan simbiosis
yang terdapat dalam unsur utama sistem akuaponik.

3. Dapat mengetahui jenis reka bentuk sistem akuaponik yang
terdapat dalam pasaran.

4. Dapat meningkatkan daya inovasi dan kreativiti murid dalam
penghasilan model baharu sistem akuaponik.

5. Dapat memberi pendedahan tentang kaedah dokumentasi
melalui aktiviti pembinaan model baharu menerusi laporan/
slide power point dan video projek.

PROJECT BASED LEARNING (PBL)

6 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

JADUAL PELAKSANAAN

FASA AKTIVITI PENTAKSIRAN
PERANCANGAN FORMATIF (PBD)
( MINGGU 1) Melalui Guru akan mengatur
whatsapp/googlemeet perjumpaan yang
IMPLEMENTASI : dijadualkan melalui
(MINGGU 1&2) -Sumbang saran whatsapp berbincang
dengan murid dengan murid.
mengenai soalan asas Fokus mesyuarat:
dan soalan unit. • Maklumat yang
-Bincangkan soalan dikumpulkan dari
kandungan yang penyelidikan murid
berkaitan untuk • Memberi maklum
membuat murid balas
berfikir secara untuk memastikan
mendalam mengenai murid
topik tersebut. memperoleh
Memberi gambaran maklumat
dan contoh kepada yang relevan.
murid tentang projek
yang akan Guru menyediakan
dilaksanakan. rubrik
untuk murid menilai
Murid diberi masa hasil kerja mereka
untuk mencari dan
maklumat dari buku, membuat
internet dan penambahbaikan.
sumber lain.
Murid merancang dan Guru memberikan
memutuskan maklum balas
platform yang akan mengenai
digunakan untuk produk yang dimuat
membuat naik oleh murid.
persembahan laporan
dan video hasil projek

Dengan bantuan
ibu bapa atau adik
beradik, mereka
menghasilkan reka
bentuk Model
Akuaponik berfungsi
penuh.

PROJECT BASED LEARNING (PBL)

6 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

POL Mereka juga Guru menyediakan
(MINGGU 2) merujuk kepada rubrik
rubrik yang diberikan untuk POL
oleh guru untuk Guru menilai
menilai produk
mereka sendiri dan
membuat
penambahbaikan.

Berdasarkan
dapatan mereka
murid menulis
laporan
Murid bersiap sedia
untuk POL melalui
googlemeet dengan
merujuk rubrik yang
diberi dengan
menerangkan proses
laporan pembinaan
model akuaponik
berfungsi penuh.

PROJECT BASED LEARNING (PBL)

6 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

CONTOH HASIL PRODUK PBL

KOMPILASI VIDEO PROJEK PBL RBT KOMPILASI VIDEO
PEMBENTANGAN MURID

PROJECT BASED LEARNING (PBL)

6 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

TUGASAN PBL PELAJAR

Akuaponik merupakan pertanian revolusioner dengan menggunakan
sumber daya yang minimum untuk menghasilkan tanaman dan sayur-
sayuran terbaik. Ia merupakan kaedah pertanian yang
menggabungkan akuakultur, dengan menggunakan ikan dan
hidroponik. Ekosistem perkebunan tanpa tanah ini memberi tumpuan
terhadap pemberian makananan kepada ikan lalu menjadikan hasil
buangan ikan tersebut menjadi sumber nutrisi kepada hasil tanaman.
Dengan mempelajari dan memahami unsur utama yang diperlukan
dalam sesebuah sistem akuaponik, murid dikehendaki mereka bentuk
sistem akuaponik yang mempunyai daya inovasi dari aspek reka
bentuk dan kecenderungan fungsi. Berdasarkan projek yang
dihasilkan, murid juga dikehendaki menghasilkan sebuah laporan
lengkap tentang produk akuaponik tersebut.
Soalan asas:
1. Apakah yang anda faham tentang ekosistem dalam kehidupan?
Soalan unit:
1. Apakah unsur utama dalam sistem akuaponik?
Soalan kandungan:
1. Apakah tujuan akuaponik?
2. Bagaimanakah hubungan simbiosis berlaku dalam sistem
akuaponik?.
3. Nyatakan peranan bakteria dalam sistem akuaponik.
4. Terangkan kelebihan sistem akuaponik secara kitaran.
5. Senaraikan media tanaman yang boleh digunakan dalam sistem
Ebb and Flow.
6. Nyatakan kelebihan sistem NFT berbanding sistem Raft.
7. Jelaskan perbezaan antara model separa berfungsi dengan model
berfungsi penuh.
8. Apakah kelebihan sistem akuaponik berbanding dengan sistem
pertanian tradisional?
9. Pada pendapat anda bagaimanakan sistem akuaponik dapat
memelihara kelestarian alam?

PROJECT BASED LEARNING (PBL)

6 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

PROJECT BASED LEARNING (PBL)

7 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

MATHEMATICS FORM 3

PN. NOR SABRINA BINTI TOPIC: PLANS AND ELEVATIONS OF MY
ABDULLAH COMBINED SHAPE

S Pupils use concept of solid found at their house to form a combined
shape.

T Pupils use ICT or applications to design the combined shape and
their plans and elevations.

E Pupils design a combined shapes using materials from their house.

M Pupils measuring the length of each side of the combined shape and
draw the plans and elevations.

SUBJECT: Mathematics Pendidikan Seni English
TARGET: Visual
TITLE: 7.0 Plans
CONTENT Elevation Form 3
STANDARD: 7.2 Plans
Elevation and 4.0 Seni Arca 2.0 Speaking Skill
LEARNING
STANDARD: and 4.3 Persepsi seni 2.1 Communicate

dalam seni arca informations, ideas,

opinions and feeling

intelligibly on

familiar topic.

2.3 Use appropriate

communications

strategies

MATHEMATICS:
7.2.1 Draw the plan and elevations of an object to scale.

PENDIDIKAN SENI VISUAL:
4.3.1 Menghasilkan karya seni arca dengan menggunakan
imaginasi dan idea secara kreatif hasil daripada eksperimentasi
dan penerokaan media dan kaedah

PROJECT BASED LEARNING (PBL)

7 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

ENGLISH:
2.1.4 Explain own point of view
2.3.1 Keep interaction going in longer exchange by asking a
speaker to slow down, speak up or to repeat what they have said.

SUCCESS At the end of the project, students should be able to:
CRITERIA: Mathematics: -

1. Demonstrate the basic knowledge of orthogonal
projections.

2. Demonstrate the understanding of orthogonal
projections.

3. Apply the understanding of plans and elevations to
perform simple tasks.

4. Apply appropriate knowledge and skills of plans and
elevations in the context of simple routine problem
solving.

5. Apply appropriate knowledge and skills of plans and
elevations in the context of complex routine problem
solving.

Pendidikan Seni Visual: -
1. Mempamerkan, menghayati dan menjelaskan pengalaman
sendiri dalam penghasilan produk seni arca

English: -
1. Explain own point of view
2. Keep interaction going in longer exchange by asking a
speaker to slow down, speak up or to repeat what they
have said.

SYNOPSIS: This project involves designing a combined shape to study the
orthogonal projections and plans and elevations of the combined
DURATION: shapes viewed from side, top and front. They have to present their
PRODUCT PBL: creativity in choosing the material to use and using application to
draw the plans and elevations.

2 weeks
1. Combined shapes

2. Video or slide presentations

PROJECT BASED LEARNING (PBL)

7 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

CURICULUM QUESTIONS

BASIC What is plans and elevations?
QUESTION:

UNIT How can you draw plan and elevations?

QUESTION:

CONTENT 1. How to choose the material to make the combined shape?
QUESTION: 2. What can make it looks creative?
3. What applications or method that can be used to draw plans

and elevations?
4. How to make generalization from orthogonal projections?

PROJECT 1. Student use creativity to create their combined shapes.
IMPACT: 2. Student know how to measure the model
3. Student can use application to draw the plans and elevations.
4. Student can understand and draw plans and elevations.
5. Able to communicate with teacher and friends.